Master of Education in Educational Technology

Purpose

The purpose of Master of Education in Educational Technology is to prepare researchers who could contribute to the development of knowledge in the field of Technology Education, including competencies about the professional practice at an advanced level. This qualification comprises of a significant research component, and learners can complete a single research project, culminating in the production and acceptance of a thesis carrying a minimum of 180 Credits at Level 9. The qualifying learner upon completion will be able to deal with complex issues in Technology Education both systematically and creatively. These prospective learners will also be able to make sound judgments, using the data and information at their disposal. Furthermore, be prepared to communicate their conclusions to specialist and non-specialist audiences, demonstrate self-direction and originality in analysing and solving problems, act autonomously in planning and implementing tasks at a professional level and continue to advance their knowledge, understanding and skills.

Rationale

The qualification is a Postgraduate qualification pegged at National Qualification Framework Level 9 and articulate to a Doctor of Education qualification. The qualification is designed to enable learners to undertake well-founded and independent inquiry in the field of technology education, training and development, and to provide learners with advanced professional and academic knowledge in an aspect of education. The main reason that led to identifying the need for qualification is that in our society we have so many challenges that need to be investigated or probed scientifically so that the solutions may uplift the way of living by eradicating poverty, unemployment and inequalities. The qualified prospective learner of this qualification, not only will they be able work at any institutions that can investigate any situation and come up with solutions, but will also be able to create own employment. Graduates will be empowered with the necessary skillset in curriculum design and technology to pursue careers in schools, corporations, associations and government. The qualification exposed learners to a range of opportunities in curriculum development and instructional design. For teachers, a Master's Degree in educational technology equips them to integrate technology as an instructional tool. Furthermore, learners may also become instructional technology leaders in their respective institutions, mentoring their peers in the utilisation of educational technological tools. Some learners may enter careers in education administration of which job titles may include, district technology coordinator; instructional technology supervisor; and technology specialist and Training and development managers, hence not only benefit to the graduates but also the society and the economy.

Recognition of Prior Learning (RPL)

The institution policy on Recognition of Prior Learning (RPL) applies and may be used to demonstrate competence for admission to this qualification. Learners can achieve this qualification in part through Recognition of Prior Learning processes. The institution conduct RPL in compliance with the institution policy on assessment and moderation. Assessment for RPL must focus on previously acquired competencies, not on current teaching and learning practices. At least two assessment methods are required for RPL assessments unless otherwise recommended by the Senate Committed for Recognition of Learning (SCRPL). It is the responsibility of the relevant qualification team to decide which method (or combination of methods of assessment) would be most appropriate. Academic staffs (subject matter experts) that have proper RPL knowledge and experience must conduct evaluations.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Education Honours, NQF Level 8.

This qualification comprises of a compulsory module at NQF Level 9 totalling 180 Credits.

Compulsory Module, 180 Credits

• Full dissertation.

1. Demonstrate a sound knowledge base and critical understanding of education in general, and educational technology in particular.
2. Critically analyse and evaluate knowledge in educational technology, and to contribute to systematic and disciplined thinking about educational matters and issues, with particular reference to educational technology.
3. Conduct independent inquiry in a field of educational technology, training or development, and to report their findings in academically appropriate ways.
4. Exhibit the potential to act as academic leaders and experts in the field of education, training and development.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate familiarity with significant lines of debate in the relevant field of educational technology;
• Evaluate literature within an area of educational technology specialisation;
• Demonstrate the ability to reconstruct knowledge creatively and imaginatively, with a degree of independence;
• Evaluate theories of education relevant to educational technology;
• Relate knowledge, skills and competences to specific educational contexts;
• Demonstrate an awareness of the constructed and provisional nature of pedagogical knowledge;
• Demonstrate epistemological maturity by evaluating the foundations of educational thought and expertise.

Associated Assessment Criteria for Exit Level Outcome 2

• Display intellectual independence and critical/analytical skill in the development of well-grounded and systematically developed arguments;
• Justify claims and conclusions with appropriate evidence and argument;
• Provide and synthesise accounts of intricate scholarly work in an area of study in education technology;
• Assess theoretical positions and proffered solutions to educational, technological problems;
• Provide independent critical analyses of data and theories in the field of study.

Associated Assessment Criteria for Exit Level Outcome 3

• Plan and conduct an inquiry using appropriate research techniques;
• Collect, analyse, organise and critically evaluate necessary information and data from primary and secondary sources;
• Show evidence of engagement with the broader field of relevant educational literature;
• Evaluate appropriate theoretical and methodological frameworks;
• Use related educational research designs, methods and data analysis in a responsible, reflective and adaptable manner;
• Report on research findings and communicate these in written or oral form;
• Complete a dissertation or academic report based on independent research that should give rise to at least one article (with expert assistance) that meets the criteria for publication in an academic journal.

Associated Assessment Criteria for Exit Level Outcome 4

• Manage educational contradictions and make educational value commitments.
• Interact and engage in debate with learning or professional groups in education.
• Contribute to others' understanding of educational technology issues through discourse and research.
• Facilitate discussion on complex educational technology issues in an informed and visionary manner.
• Evaluate their own and others' work in education technology.
• Demonstrate responsibility, self-reflexivity and adaptability as an educational leader.
• Reflect on values and responsibilities appropriate to academic and professional leadership.

Integrated Assessment

The focus of assessment in research is on learners ability to conduct, and report in an academically acceptable way, an independent inquiry into an aspect of their area of specialisation, thereby applying their theoretical knowledge and understanding of this aspect to identifying or solving educational problems. Evidence of candidates' competence should be collected using a range of strategies which are appropriate to the purpose, exit outcomes and National Qualification Framework level of this qualification.